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Day in the Life: December 24, 2016 (Post #6)

I’ve decided to chronicle this school year through my blog. It’s part of Tina Cardone’s Day in the Life book project. This is the sixth post in the series.

5:30am | I rise. It’s Christmas Eve, and my second straight DITL post that’s not a teaching day. Crazy how this is working out.

My current morning reading is now Wonder by R.J. Palacio and How to Not Be Wrong by Jordan Ellenberg. I’ve decided that I want to read more non-educational stuff on a regular basis. Wonder is not disappointing.

Speaking of reading, earlier this year, I toyed with the idea of reading a math-themed book with my students. Something akin Innumeracy by John Allen Paulos. This was sparked by an initiative at my school to get our students to include more “leisure reading” into their daily routines. I haven’t totally discarded this idea for my class, but it does seem somewhat distant at this point. Maybe spring semester?

I’m rambling. Let’s move on.

It’s Christmas Eve, raining, and the first day of winter break. That combination makes it a great time to relax with the fam. That’s exactly what I plan to do.

6:30pm | After a fairly eventful day, I arrive home from, of all places, the Emergency Room. All is well, but yeah, this was a memorable Christmas Eve.

Fittingly, the day wraps up with the wrapping of gifts. I’m a true procrastinator when it comes to wrapping Christmas presents. We are using old newspapers for wrapping paper this year. A truly brilliant move. I’m so disappointed that I haven’t adopted this strategy earlier in my life. Mark my word, I’m never buying traditional wrapping paper ever again.

By the time I hit the sheets, I think I hear Santa on the rooftop.

1.Teachers make a lot of decisions throughout the day. Sometimes we make so many it feels overwhelming. When you think about today, what is a decision/teacher move you made that you are proud of? What is one you are worried wasn’t ideal?

Please see #4 below.

2. Every person’s life is full of highs and lows. Share with us some of what that is like for a teacher. What are you looking forward to? What has been a challenge for you lately?

For the last few weeks, there’s been two things running heavily through my mind:

My Math for America Master Teacher renewal application
My National Board Component 2 submission

I’ve known of these beasts since the summer and, within the next two months, I’ll complete both. I view both of them as cornerstones of my professional growth this school year.

3. We are reminded constantly of how relational teaching is. As teachers we work to build relationships with our coworkers and students. Describe a relational moment you had with someone recently.

This month I met with my principal for a post observation meeting. The meeting occurred the day after a poorly planned lesson on the relationship between rational exponents and radicals. I considered the lesson to be as close to a crash and burn as possible.

During the meeting, I expressed my ~~thoughts~~ concerns about the lesson. He expressed his warms and cools. No real insights here.

What was insightful, though, was what we talked about next. I informed him how stressed out I have been this year. I explained that a new school, new curriculum, and new expectations have had a significantly negative impact on my teaching this year. The lesson he observed was evidence of this.

How he responded changed the course of my school year. He recognized and complimented my constant willingness to learn and improve, but his advice was simple: You’re an awesome teacher, stop over thinking what you do.

It is evident to him that I put considerable thought into my planning and teaching, but there’s comes a point where intuition needs to take the helm. In the moment, when we were speaking, I knew he was right. I’ve placed so much emphasis this year on making the most ideal instructional choices that I’ve begun to fear failure. Admittedly, much of teaching is counterintuitive. But I’ve silenced my prior teaching experience instead of using it to help my classes and the decisions I’ve made. Our conversation brought this fact to the surface. He enthusiastically invited me to take more risks, to stop worrying so much. That if something goes awry, he would take the blame. His bottom line was his trust in me and my choices…just don’t overthink them.

Following our meeting, I immediately felt more comfortable. A huge weight was lifted up and off my shoulders. What’s crazy is that he may never know just how important that conversation was for me.

4. Teachers are always working on improving, and often have specific goals for things to work on throughout a year. What is a goal you have for the year?

I’ve known of it for a few years, but it wasn’t until this week that I discovered a need for Estimation 180 in my class. Let me explain.

On a Checkpoint (i.e. exam) assessing my students’ knowledge of geometric sequences and series, one question looked like this:

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This is a basically a Regents problem. What surprised me was the absurdity of many of the answers I received to the second part, about the total earnings. Several students gave answers like “36,000” and a couple even submitted answers similar to “343.”

As I went through their papers, I realized that these answers really, really bothered me. These were students using a formula and pushing buttons in a calculator – and nothing else. They made absolutely no sense of the problem. What’s worse is that these insensible answers are in large part a reflection of my teaching. But what’s even worse than that? To realize this now, in my eleventh year of teaching.

I spent most of the next day talking to them about estimation and why it’s so valuable. It allows you to peer into a situation before you dive in. It builds number sense. We ran through several examples from Estimation 18o…and then handed back their Checkpoints. We talked about the above mentioned problem (along with others that students made no sense of). I told them that although I was disappointed in many of their answers, I realize that I also failed them by not putting them in a position to be mindful problem solvers.

Hence the need for Estimation 180. Now and in the future.

5. What else happened this month that you would like to share?

I realized this month how far away I’ve drifted from using instructional routines. I made these a high priority for my teaching this year, but somehow they’ve gotten lost. Thanks Dylan for the inspiration (and the book recommendation).

Also, the Racially Relevant and Book Club PLTs with Math for America have kicked into high gear. Lots of great conversation and resources to go around.

PD with Dan, diagnosing the paper disease

Last week I attended a workshop led by Dan Meyer, hosted by the NYCDOE. This was the first in a series of three that I’ll be fortunate enough to attend with him this school year.

The focus of the session was to diagnose what Dan referred to as the paper disease. It’s the idea that learning mathematics through paper (like a textbook, for example) restricts not only how students learn mathematics, but also how they’re thinking about mathematics.

He demonstrated ways to use technology to open up problems to a wider audience of students. Of course Desmos was a focal point, but his oh-so simple method of using white rectangles in Keynote me struck me even more.

Here’s how it works: take a problem, any traditional problem typically found on a state exam or textbook, and screenshot it into a presentation software (keynote, PowerPoint, whatever). Start removing information given by covering up some of the info in the problem with a white rectangle. Repeat this process until you have something that can spark curiosity and give access to a far wider range of students. You’re basically deleting part (or most) of the problem, which may include the question objective itself. Less information equals greater access; it allows for students to formulate questions and make inferences about the info in the problem before even attempting to answer it.

The other huge takeaway for me was his development of informal v. formal mathematics. This could be interpreted as meeting students where they are, but I feel that it’s much more than that. Getting kids to think informally about mathematics during a lesson – especially at the beginning – requires far different planning than simply leveraging prerequisite knowledge. It’s more about how students are engaging with mathematics rather than whatever content they already know. Informal math also feels a hell of a lot different than formal math. When students are immersed in informal mathematics, they don’t even realize they’re doing mathematics. The same can’t always be said for formal mathematics.

Closing the loop, Dan argued that learning mathematics through paper flattens informal mathematics onto formal mathematics…instead of using one as a bridge to the other. This act injects our students with the paper disease.

I left the workshop wondering about how I’ve made math a highly formalized routine for my students. I left wondering how I would begin using the white rectangle. I left wondering about the unit packets that I create for my students, that together form my own textbook and how they’re impacting my students learning of math. I left wondering about the power of estimation. I left wondering how less is actually more.

Dan’s Google Doc of the session.

I don’t give a damn about points.

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I check homework daily for completion at the beginning of each class. This serves two purposes for me:

To ensure that they’re doing it. In other words, to give them points.
To meaningfully assess their level of understanding on the mathematics involved and use this knowledge to facilitate a class discussion.

My problem is with 30 students it takes me forever to walk around during the Bell Ringer and complete this process each day. Because it eats up so much time, the entire process is rushed and places much more focus on #1 rather than #2.

So, in an effort to combat this, I’ve started having a student go around with my clipboard and check homework for completion. It’s a different student each day. This frees me to drop in on groups and gauge understanding, feel out the class, and answer some questions in the process.

I’ve discussed that the honor system is in place when it comes to the homework check. I expect them to give credit where credit is due, only. I want them to get that I trust them to do what’s right.

Some teachers may push back and mention that there’s bound to be some students that earn credit for the homework who don’t actually deserve it. That’s probably true. Other than my occasional spot check, I’ll never really know. But I’ve realized that I don’t care anymore.

I want them to be accountable to each other, not me. And besides, if my students are concerned about compliance when it comes to homework, then they’re less concerned about learning mathematics.

I don’t give a damn about points. HERE, take all the points you want. The value is in learning…and I hope this is clear to my students.

Day in the Life: November 24, 2016 (Post #5)

I’ve decided to chronicle this school year through my blog. It’s part of Tina Cardone’s Day in the Life book project. This is the fifth post in the series.

Today is Thanksgiving. By far my favorite holiday, but not because of the food.

Since its an obvious non-teaching day that’s full of relaxing, cooking, and family, I thought I’d stray away from the norm and make a list of some of the things I’m thankful for so far this school year. Here goes, in no particular order.

My school. Although this year has been incredibly taxing, I’m still grateful for my new school community. I’m thankful for the risk I took in joining my new school community. They’ve accepted me into their family and believe that I can make a difference in the lives of our students. I appreciate that.
My first period class. I’ve never had a first period class with as much energy as they have. It must be all those damn iced coffees they in with. But to top it off, they’re seniors. Go figure. The challenge they’ve present to me this year is something new to my career. But they’ve grown on me. They’re a puzzle that I’ve yet to solve…and I’m grateful for that.
My fourth period class. Each one of these guys and gals are representative of the “average student” at my school. By teaching them, they’re grounded me the most of all my classes this year. I’ve started some yearlong Rock, Paper, Scissors battles with a few students from this class. It’s totally random and I love it. For the record, I’m up in all of them.
My fifth period class. This is by far the most advanced group of students I’ve ever taught. They’re work ethic is through the roof. Without knowing it, they’ve challenged me to be a better teacher in ways that no class of students ever has. We have this awesome moment each day where they give me a round of applause when I walk in at the beginning of class (during the previous period I teach across the hall). On the days I arrive earlier than usual, I clap for them as they arrive. This has now spread to applauding anytime anyone comes into our room. It’s weird and quirky, but I so appreciate this tradition.
My ninth period class. This is the first class I’ve co-taught in a few years plus the true first algebra 1 class I’ve had in nine years. I’m learning so much about co-teaching and curriculum with these guys. My co-teacher is easy to work with and takes care of business…which I am very thankful for. I haven’t given as much care and attention to our lessons as my other classes and I’m personally disappointed on that front.
My colleagues. My in-school peeps have made me part of the team and never looked back. They see me an as enhancement of what they’ve already built – and that feels good. Jeff is a breath of fresh air…someone that takes his craft even more seriously than I do – and he’s damn good at it. He has provided so much inspiration for my classroom this year. I need to steal his brain. And my new AP is going above and beyond for me, and I haven’t really expressed to her how much I really appreciate that, especially given my experiences in the past.
Math for America. I’ve had a very busy fall term with MfA…probably too busy. But, they have have given me the opportunity to facilitate a book club and given me a space to explore all of the race and identity issues that have been on my mind since the spring. Now I’m pushing myself even further by doing something unimaginable: planning the first ever MfA summer conference.
My struggles. As a teacher and as a professional, I’ve felt weaker and less apt than ever this school year. It could be the stress talking, but I feel like I’m a first year teacher. Something as simple as printing the day’s handout is a huge challenge right now. But I’m thankful because this dip in performance and my frustration related to it has given me the gift of a struggler’s perspective. I’m learning so much about what it means to start over.

This month I learned that I have a student that is selective mute. Not September, this month. She’s been in my class since the beginning of the year and I didn’t know until recently that she’s selective mute. Crazy. I should have noticed something was up earlier in the year when I called on her to provide an answer and all the kids looked at each other like, “he doesn’t know?” Or the many other times when I pulled up to her desk and asked her a question and always thought that she was just really, really shy when didn’t respond.

Anyways, long story short, I severely dropped the ball on this situation.

Thankfully during parent teacher conference this month her mom came in. She only speaks Spanish, so I had someone come into the classroom and translate. It went really, really well and that was the first moment when I fully understood this student and her needs. Since then we meet before school to talk about how things are going in class and I’ve set up a non-verbal cue system that enables her to communicate her level of understanding with me and ask questions. I’m so proud of how far we’ve come in this short time span.

She doesn’t even know it, but she’s making me an immensely better, and more thoughtful, educator.

2. Every person’s life is full of highs and lows. Share with us some of what that is like for a teacher. What are you looking forward to? What has been a challenge for you lately?

This is my first year teaching algebra 2 Common Core and I’m struggling with fully aligning my lessons with the new expectations. I have no major beef with the Common Core standards…or should I say, I have no time to analyze them enough to formulate a complaint.

Instead, my issue is ensuring that my lessons serve my students well. In other words, I want to be the best test prep machine that I can be. I’ve been hit or miss on this lately.

I’m beginning to get used to working on an island. This is sad to me. For years, I was so accustomed to feeding off of the energy from my department. There seems to be no time for any of that anymore.

Also, I’ve definitely feel inadequate at times through this last month. I realized that there’s an underlying assumption in the building that you are good enough to succeed on your own, that you shouldn’t outwardly seek help. If I do, there’s something that I’m doing wrong. I get that I could always be better, but it irks me when folks take offense to my ignorance. I need you to genuinely help me. Don’t help me and then look down on me because I needed help.

4. Teachers are always working on improving, and often have specific goals for things to work on throughout a year. What is a goal you have for the year?

My homework policy/routine is improving. This month, to help better accountability and share ownership of the class with my students, I started having a student perform the homework check at the start of class.

There are is a homework leader in each group who checks everyone’s homework. I used to go around and have the leaders inform me who did and who did not do he homework each day. That would take forever and I’d have no time to qualitatively assess their homework because I was so worried about checking off for completion. Now, I select one of those leaders to go around the classroom with a clipboard and check in with each of the other homework leaders and make note of everyone’s homework. That frees me up to bounce around the classroom to qualitatively analyze student homework. This then leads to a whole group discussion about “target” problems (designated by me) from the homework. I’m now much more in sync with how they’re doing on the homework on a daily basis.

5. What else happened this month that you would like to share?

As I mentioned above, I’m struggling. But I will say that there was a moment this when I realized that things were really starting to slow down for me. I cannot recall the exact moment, but I do remember feeling more at ease with my planning, my students, and my overall transition to a new school.